Abstract
This study aims to see how contextual support, personal mastery, self-efficacy, outcome expectation, and passion influence potential career choices in project management. The demand for project management practitioners is increasing, yet the younger generations are not particularly interested in pursuing this career. A quantitative study was conducted by collecting data from 346 university students and entry-level employees in project management using an online survey. Analyses using SEM have showed that personal mastery positively influences self-efficacy and outcome expectations. Both outcome expectations and passion positively influence career interests. There is no direct relationship between self-efficacy and career interests. The practical implication of this study is to have a better understanding on what influences people in pursuing a career, specifically in project management.
Résumé
Influences sur l'intérêt pour la carrière en gestion de projet: Approche du SCCT et de la Passion Theory. Cette étude vise à comprendre comment le soutien du contexte, la maîtrise personnelle, l'auto-efficacité, l'attente de résultats et la passion influencent les choix de carrière potentiels en gestion de projet. La demande de praticiens en gestion de projet est en augmentation, mais les jeunes générations ne sont pas particulièrement intéressées par cette carrière. Une étude quantitative a été menée en récoltant des données auprès de 346 étudiant·e·s universitaires et employé·e·s débutants en gestion de projet à l'aide d'une enquête en ligne. Des analyses utilisant le SEM ont montré que la maîtrise personnelle influence positivement l'auto-efficacité et les attentes en matière de résultats. Les attentes en matière de résultats et la passion influencent positivement les intérêts professionnels. Il n'y a pas de relation directe entre l'auto-efficacité et les intérêts professionnels. L'implication pratique de cette étude est d'avoir une meilleure compréhension de ce qui motive les gens à poursuivre une carrière, spécifiquement dans la gestion de projet.
Zusammenfassung
Einflüsse auf das Karriereinteresse im Projektmanagement: SCCT und Passion Theory Ansatz (00060R7). In dieser Studie wird untersucht, wie kontextuelle Unterstützung, persönliche Beherrschung, Selbstwirksamkeit, Ergebniserwartung und Leidenschaft die potenziellen Karriereentscheidungen im Projektmanagement beeinflussen. Die Nachfrage nach Projektmanagement-Fachleuten steigt, aber die jüngeren Generationen sind nicht besonders daran interessiert, diesen Berufsweg zu ergreifen. Im Rahmen einer quantitativen Studie wurden Daten von 346 Hochschulstudierenden und Berufseinsteigenden im Projektmanagement mittels einer Online-Umfrage erhoben. Analysen mittels SGM haben gezeigt, dass die persönliche Beherrschung die Selbstwirksamkeit und die Ergebniserwartung positiv beeinflusst. Sowohl die Ergebniserwartung als auch die Leidenschaft haben einen positiven Einfluss auf die beruflichen Interessen. Es besteht kein direkter Zusammenhang zwischen Selbstwirksamkeit und Karriereinteresse. Die praktische Bedeutung dieser Studie besteht darin, ein besseres Verständnis dafür zu bekommen, was Menschen bei der Verfolgung einer Karriere, insbesondere im Projektmanagement, beeinflusst.
Resumen
Influencias en el interés profesional en la gestión de proyectos: SCCT y el enfoque de la teoría de la pasión. Este estudio tiene como objetivo ver cómo el apoyo contextual, el dominio personal, la autoeficacia, la expectativa de resultados y la pasión influyen en las posibles elecciones de carrera en la gestión de proyectos. La demanda de profesionales de la gestión de proyectos está aumentando, pero las generaciones más jóvenes no están particularmente interesadas en seguir esta carrera. Se realizó un estudio cuantitativo mediante la recopilación de datos de 346 estudiantes universitarios y empleados de nivel de entrada en gestión de proyectos mediante una encuesta en línea. Los análisis que utilizan SEM han demostrado que el dominio personal influye positivamente en la autoeficacia y las expectativas de resultados. Tanto las expectativas de resultados como la pasión influyen positivamente en los intereses profesionales. No existe una relación directa entre la autoeficacia y los intereses profesionales. La implicación práctica de este estudio es tener una mejor comprensión de lo que influye en las personas a la hora de seguir una carrera, específicamente en la gestión de proyectos.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Aragon-Correa, J. A., García-Moralesto, J., & Cordón-Pozo, E. (2007). Leadership and organizational learning ’ s role on innovation and performance: Lessons from Spain. Industrial Marketing Management Marketing Management, 36, 349–359. https://doi.org/10.1016/j.indmarman.2005.09.006
Atadero, R. A., Rambo-Hernandez, K. E., & Balgopal, M. M. (2015). Using social cognitive career theory to assess student outcomes of group design projects in statics. Journal of Engineering Education, 104(1), 55–73. https://doi.org/10.1002/jee.20063
Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 2, 265–299. https://doi.org/10.4324/9781410602428-10
Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113. https://doi.org/10.1016/0749-5978(86)90028-2
Baumgartner, H., & Homburg, C. (1996). Applicatinos of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13, 139–161. https://doi.org/10.1016/j.ecolecon.2015.08.017
Blanco, Á. (2011). Applying social cognitive career theory to predict interests and choice goals in statistics among Spanish psychology students. Journal of Vocational Behavior, 78(1), 49–58. https://doi.org/10.1016/j.jvb.2010.07.003
Brown, S. D., & Lent, R. W. (2017). Social cognitive career theory in a diverse world: Closing thoughts. Journal of Career Assessment, 25(1), 173–180. https://doi.org/10.1177/1069072716660061
Brown, K., Coulter, P. B., & Brown, K. (2016). Subjective and objective measures of police service delivery. Public Administration Review, 43(1), 50–58.
Cadaret, M. C., Hartung, P. J., Subich, L. M., & Weigold, I. K. (2017). Stereotype threat as a barrier to women entering engineering careers. Journal of Vocational Behavior, 99, 40–51. https://doi.org/10.1016/j.jvb.2016.12.002
Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100(4), 977–987. https://doi.org/10.1037/a0012545
Chan, C. C., Chen, S. C., Lin, Y. W., Liao, T. Y., & Lin, Y. E. (2018). Social cognitive perspective on factors influencing taiwanese sport management students’ career intentions. Journal of Career Development, 45(3), 239–252. https://doi.org/10.1177/0894845316681643
Dessler, G. (2017). Human Resource Management. Pearson.
Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the EUCS Instrument. MIS Quarterly, 18(4), 453–461.
Dwidienawati, D., & Gandasari, D. (2018). Understanding Indonesia’s generation Z. International Journal of Engineering and Technology (UAE). https://doi.org/10.14419/ijet.v7i3.25.17556
Fong, C. J., Dillard, J. B., & Hatcher, M. (2019). Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educational Research, 98, 91–105. https://doi.org/10.1016/j.ijer.2019.08.018
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39. https://doi.org/10.2307/3151312
Fouad, N. A., & Santana, M. C. (2017). SCCT and underrepresented populations in STEM fields: Moving the needle. Journal of Career Assessment, 25(1), 24–39. https://doi.org/10.1177/1069072716658324
Garcia, P. R. J. M., Restubog, S. L. D., Bordia, P., Bordia, S., & Roxas, R. E. O. (2015). Career optimism: THE roles of contextual support and career decision-making self-efficacy. Journal of Vocational Behavior, 88, 10–18. https://doi.org/10.1016/j.jvb.2015.02.004
Ginevra, M. C., Nota, L., & Ferrari, L. (2015). Parental support in adolescents’ Career development: Parents’ and children’s perceptions. Career Development Quarterly, 63(1), 2–15. https://doi.org/10.1002/j.2161-0045.2015.00091.x
Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75–84. https://doi.org/10.1016/j.cedpsych.2019.02.003
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. International Journal of Pharmaceutics. https://doi.org/10.1016/j.ijpharm.2011.02.019
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (Second). SAGE Publication Inc.
Ho, V. T., Wong, S. S., & Lee, C. H. (2011). A tale of passion: Linking job passion and cognitive engagement to employee work performance. Journal of Management Studies, 48(1), 26–47. https://doi.org/10.1111/j.1467-6486.2009.00878.x
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://doi.org/10.21427/D79B73
Ikatan Ahli Manajemen Proyek Indonesia. (n.d.). IAMPI Berlakukan Standar Dunia. IAMPI Berlakukan Standar Dunia. Retrieved June 14, 2020, from https://iampi.org/archives/67
Ireland, G. W., & Lent, R. W. (2018). Career exploration and decision-making learning experiences: A test of the career self-management model. Journal of Vocational Behavior, 106, 37–47. https://doi.org/10.1016/j.jvb.2017.11.004
Kaminsky, S. E., & Behrend, T. S. (2015). Career choice and calling: Integrating calling and social cognitive career theory. Journal of Career Assessment. https://doi.org/10.1177/1069072714547167
Lent, R. W., & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14(1), 12–35. https://doi.org/10.1177/1069072705281364
Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology, 60(4), 557–568. https://doi.org/10.1037/a0033446
Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior. https://doi.org/10.1016/j.jvb.2019.06.004
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122.
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36–49. https://doi.org/10.1037/0022-0167.47.1.36
Lent, R. W., Ezeofor, I., Morrison, M. A., Penn, L. T., & Ireland, G. W. (2016a). Applying the social cognitive model of career self-management to career exploration and decision-making. Journal of Vocational Behavior, 93, 47–57. https://doi.org/10.1016/j.jvb.2015.12.007
Lent, R. W., Ireland, G. W., Penn, L. T., Morris, T. R., & Sappington, R. (2017). Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management. Journal of Vocational Behavior. https://doi.org/10.1016/j.jvb.2017.01.002
Lent, R. W., Lopez, A. M., Lopez, F. G., & Sheu, H. B. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73(1), 52–62. https://doi.org/10.1016/j.jvb.2008.01.002
Lent, R. W., Miller, M. J., Smith, P. E., Watford, B. A., Lim, R. H., & Hui, K. (2016b). Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity. Journal of Vocational Behavior, 94(0827470), 79–88. https://doi.org/10.1016/j.jvb.2016.02.012
Lippke, S. (2017). Encyclopedia of personality and individual differences. Encyclopedia of Personality and Individual Differences. https://doi.org/10.1007/978-3-319-28099-8
Murnieks, C. Y., Mosakowski, E., & Cardon, M. S. (2014). Pathways of passion: Identity centrality, passion, and behavior among entrepreneurs. Journal of Management, 40(6), 1583–1606. https://doi.org/10.1177/0149206311433855
Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of factors contributing to STEM learning and career orientation. International Journal of Science Education Publication. https://doi.org/10.1080/09500693.2015.1017863
O’Keefe, P. A., Dweck, C. S., & Walton, G. M. (2018). Implicit theories of interest: Finding your passion or developing it? Psychological Science, 29(10), 1653–1664. https://doi.org/10.1177/0956797618780643
Pérez-López, M. C., González-López, M. J., & Rodríguez-Ariza, L. (2019). Applying the social cognitive model of career self-management to the entrepreneurial career decision: The role of exploratory and coping adaptive behaviours. Journal of Vocational Behavior, 112, 255–269. https://doi.org/10.1016/j.jvb.2019.03.005
Project Management Institute. (2017). Job growth and talent gap in project management 2017. In Special report. Retrieved from https://www.pmi.org/-/media/pmi/documents/public/pdf/learning/job-growth-report.pdf?sc_lang_temp=en
Project Management Institute. (2020). Earning power: Project Management Salary Survey Eleventh Edition. In Project Management Salary Survey.
Project Management Institute Indonesia Chapter. (2019). PMI Indonesia Chapter 2019 Report. doi: https://doi.org/10.1017/CBO9781107415324.004
Ratelle, C. F., Vallerand, R. J., Mageau, G. A., Rousseau, F. L., & Provencher, P. (2004). When passion leads to problematic outcomes: A look at gambling. Journal of Gambling Studies, 20(2), 105–119. https://doi.org/10.1023/B:JOGS.0000022304.96042.e6
Rousseau, F. L., Vallerand, R. J., Ratelle, C. F., Mageau, G. A., & Provencher, P. J. (2002). Passion and gambling: On the validation of the gambling passion scale (GPS). Journal of Gambling Studies, 18(1), 45–66. https://doi.org/10.1023/A:1014532229487
Sheu, H., & Bordon, J. J. (2016). SCCT research in the international context : Empirical evidence. Future Directions, and Practical Implications. https://doi.org/10.1177/1069072716657826
SPARQ, S. (2001). Stanford: SPARQtools. Standford Edu.
Unguren, E., & Huseyinli, T. (2020). The moderating effect of student club membership on the relationship between career intention in the tourism sector and post-graduate employability anxiety. Journal of Hospitality, Leisure, Sport & Tourism Education, 27(January), 1–16.
Vallerand, R. J., Mageau, G. A., Elliot, A. J., Dumais, A., Demers, M. A., & Rousseau, F. (2008). Passion and performance attainment in sport. Psychology of Sport and Exercise, 9(3), 373–392. https://doi.org/10.1016/j.psychsport.2007.05.003
Vallerand, R. J., Mageau, G. A., Ratelle, C., Léonard, M., Blanchard, C., Koestner, R., Gagné, M., & Marsolais, J. (2003). Les Passions de 1’Âme: on obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756–767. https://doi.org/10.1037/0022-3514.85.4.756
Vallerand, R. J., Salvy, S. J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M. E., & Blanchard, C. (2007). On the role of passion in performance. Journal of Personality, 75(3), 505–534. https://doi.org/10.1111/j.1467-6494.2007.00447.x
Wang, C. C., & Chu, Y. S. (2007). Harmonious passion and obsessive passion in playing online games. Social Behavior and Personality, 35(7), 997–1006. https://doi.org/10.2224/sbp.2007.35.7.997
Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2015). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. National Institutes of Health, 76(6), 913–934. https://doi.org/10.1177/0013164413495237.Sample
Zhao, H., Hills, G. E., & Seibert, S. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. Journal of Applied Psychology, 90(6), 1265–1272. https://doi.org/10.1037/0021-9010.90.6.1265
Funding
Partial financial support was received from Bina Nusantara University ($800) and Multimedia Nusantara University ($800).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors have no competing interests to declare that are relevant to the content of this article.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Pradipto, Y.D., Ichsan, M., Dwidienawati, D. et al. Influences on career interest in project management: SCCT and passion theory approach. Int J Educ Vocat Guidance (2022). https://doi.org/10.1007/s10775-022-09572-w
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s10775-022-09572-w